农村高中学生英语书面表达错误分析和对策研究
发布时间：2018-12-17 00:54
【摘要】：英语书面表达能够体现学生英语综合水平和语言应用能力。在写作中,学生既要具备扎实的语言基础知识,还要具有一定的分析能力、组织能力和灵活运用语言的能力。但目前的农村高中英语书面表达教学中存在诸多问题,教学效果较为低下,很难有效培养学生用英语进行写作的能力。针对高中英语写作教学中的这些问题,本研究使用错误分析理论对一所农村普通三星级高中高三学生的书面表达错误进行收集、识别、分析和归纳,旨在分析学生英语写作中错误的类型,解释写作错误产生的原因并提出相应的提高学生书面表达能力的教学策略。通过对我校高三年级学生英语书面表达错误的分析,本研究有以下发现：第一、语言基础性错误、语篇能力性错误和技术性错误是学生错误的三大类型。其中语言基础性错误包括词汇错误和语法错误。第二、产生错误的主要原因是学生受到了语言迁移的影响,既有语际迁移也有语内迁移。此外,错误的产生还与教师不恰当的教学方式和学生语言输入的不足有密切的关系。针对在本研究发现的这些错误,本文提出相应的提高农村高中学生英语书面表达能力的具体教学策略。教师可以从语言层面、结构层面、思维层面以及反馈层面进行具体的提高学生英语写作能力的教学活动。
[Abstract]:English written expression can reflect the students' comprehensive English level and language application ability. In writing, students not only have solid basic knowledge of language, but also have certain analytical ability, organizational ability and the ability of flexible use of language. However, there are many problems in the teaching of English written expression in rural senior high school, the teaching effect is relatively low, and it is difficult to effectively cultivate students' ability to write in English. In view of these problems in senior high school English writing teaching, this study uses error analysis theory to collect, identify, analyze and summarize the written expression errors of a rural general three-star senior high school. The purpose of this paper is to analyze the types of errors in English writing, to explain the causes of the errors and to put forward some teaching strategies to improve the students' writing ability. Based on the analysis of the errors of English written expression among the third grade students in our school, this study finds the following findings: first, basic language errors, textual competence errors and technical errors are the three main types of students' errors. The basic errors of language include lexical errors and grammatical errors. Second, the main reason for the errors is that students are influenced by language transfer, both interlingual transfer and intra-linguistic transfer. In addition, the occurrence of errors is closely related to teachers' inappropriate teaching methods and students' lack of language input. In view of these errors, this paper puts forward some teaching strategies to improve the students' writing ability in rural senior high schools. Teachers can carry out teaching activities to improve students' English writing ability from language level, structure level, thinking level and feedback level.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2383349
[Abstract]:English written expression can reflect the students' comprehensive English level and language application ability. In writing, students not only have solid basic knowledge of language, but also have certain analytical ability, organizational ability and the ability of flexible use of language. However, there are many problems in the teaching of English written expression in rural senior high school, the teaching effect is relatively low, and it is difficult to effectively cultivate students' ability to write in English. In view of these problems in senior high school English writing teaching, this study uses error analysis theory to collect, identify, analyze and summarize the written expression errors of a rural general three-star senior high school. The purpose of this paper is to analyze the types of errors in English writing, to explain the causes of the errors and to put forward some teaching strategies to improve the students' writing ability. Based on the analysis of the errors of English written expression among the third grade students in our school, this study finds the following findings: first, basic language errors, textual competence errors and technical errors are the three main types of students' errors. The basic errors of language include lexical errors and grammatical errors. Second, the main reason for the errors is that students are influenced by language transfer, both interlingual transfer and intra-linguistic transfer. In addition, the occurrence of errors is closely related to teachers' inappropriate teaching methods and students' lack of language input. In view of these errors, this paper puts forward some teaching strategies to improve the students' writing ability in rural senior high schools. Teachers can carry out teaching activities to improve students' English writing ability from language level, structure level, thinking level and feedback level.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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